Archive

ADVICE/RESOURCES

Critical reflection diary template – a resource for music service tutors

22/04/2021 |

[TRAINING] EQUALITY, DIVERSITY & INCLUSION TWILIGHT BOOTCAMP SERIES FOR MUSIC SERVICES – STARTS 12 MAY

24/03/2021 |

Proving it: how music services can evaluate and evidence the outcomes of music making for vulnerable young people – part 2

12/03/2021 |

Proving it: how music services can evaluate and evidence the outcomes of music making for vulnerable young people – part 1

12/03/2021 |

[VIDEO] Reflective practice – powerful, cost-effective, inclusive CPD for music tutors

11/02/2021 |

[VIDEO] NMPAT’s experience of using the Youth Music EDI tools

02/12/2020 |

[REPORT] Embedding inclusion in the strategy and delivery of music services

25/11/2020 |

Getting better at what you do as a music tutor: using reflective practice

03/11/2020 |

[RESOURCE] The stages and indicators of inclusion in music services and hubs

21/10/2020 |

[VIDEO] How can music services ensure that music and inclusion are central in school planning?

14/10/2020 |

Recent Posts

Working with local authority teams #2: Five questions to help understand partner teams

13/05/2021 |

Developing an inclusive music tutor job description

06/05/2021 |

Critical reflection diary template – a resource for music service tutors

22/04/2021 |

[PROGRAMME UPDATE] Deeper, lasting change and rolling out what works #2

21/04/2021 |

Making the case for inclusion – Waltham Forest Music Service

15/04/2021 |

Diversifying music services – beyond representation

31/03/2021 |

[TRAINING] EQUALITY, DIVERSITY & INCLUSION TWILIGHT BOOTCAMP SERIES FOR MUSIC SERVICES – STARTS 12 MAY

24/03/2021 |

Proving it: how music services can evaluate and evidence the outcomes of music making for vulnerable young people – part 2

12/03/2021 |

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